CASE STUDY

OF A CHILD AGE 9

AZSA OSBORNE
EDU 220-1004
PRINCIPLES OF EDUCATION PSYCHOLOGY
 ABSTRACT

Emotional Development
Physical Development Cognitive/Intellectual Development
May complain
Busy and active Eager to learn
Affectionate and helpful
Appetite Likes to be challenged
Behavior problems
Creative Thoughts are logical

Moral/ Philosophical Development

Psychosocial/Social Development
Follow multiple commands Competitive
Aware of fairness
Cooperative play
Knows right and wrong
 TYPICAL PHYSICAL BEHAVIORS AT AGE 9

Can be busy and active.

(University of Washington, 1993)

Interested in playing team games

(University of Washington, 1993)

Has a good appetite

(University of Washington, 1993)

Likes to do more complicated crafts.

(University of Washington, 1993)

May frequently urinate as a result of anxiety.

(University of Washington, 1993)

 TYPICAL PHYSICAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN AGE 9

 Girls become leaner and stronger

(Snowman, J. & McCown, R., 2015, pg. 88)
 Boys and Girls can be mistaken from each other

(Snowman, J. & McCown, R., 2015, pg. 88)

 Obesity can become a problem for some children
(Snowman, J. & McCown, R., 2015, pg. 88)
 Boys tend to perform better than girls in physical tasks such as kicking,
running, and throwing Etc.
(Snowman, J. & McCown, R., 2015, pg. 89)
 Can sit quietly for extended periods
(Snowman, J. & McCown, R., 2015, pg. 89)
PHYSICAL DEVELOPMENT OBSERVATION OF A CHILD AGE 9

Developmental Milestones Met:

 The child I observed was able to sit quietly a little over a hour and completed a task for
school.
 She loves to play team games during recess with other classmates. She looks for to going to
physical education for school
 She enjoys doing crafts with her friends.

Developmental Milestones Not Met:

 She walks on her tip toes throughout the day.
 She doesn’t have good fine motor skills when it comes to writing.
 She does not have a good appetite due to having Autism and is picky with her food.
 PHYSICAL DEVELOPMENT RECOMMENDATIONS

 “Parents should encourage child to participate in other activities like clubs,

sports, music instruments, and crafts. but do not overwhelm them. They
should find a balance between family, school, structured play, and free time.”
(Medline, 2017)

 Provide times for developing skills through active games

(University of Washington, 1993)
 TYPICAL EMOTIONAL BEHAVIORS AT AGE 9

 “May complain a lot.”

(University of Washington, 1993)
 “Is becoming very independent and dependable.”
(University of Washington, 1993)
 “Usually affectionate and helpful.”
(University of Washington, 1993)
 “Is easily distracted.”
(University of Washington, 1993)
 “May not interact with others”
(University of Washington, 1993)
 “May argue and resist request and instructions”
(University of Washington, 1993)
 “May have behavior problems if not accepted by others”
(University of Washington, 1993)
 TYPICAL EMOTIONAL DEVELOPMENTAL LEVEL
ACCORDING TO SNOWMAN

 “Children develop a more global integrated and complex self image”

(Snowman, J. & McCown, R., 2015, pg. 90)

 “Disruptive family relationships, social rejection, and school failure may lead
to delinquent behavior.”
(Snowman, J. & McCown, R., 2015, pg. 91)
 EMOTIONAL DEVELOPMENT OBSERVATION OF A CHILD AGE 9

Developmental Milestones Met:

 The child I observed interacts with her peers and general education classmates well.
 She is very helpful to her classmates with accessing technology and completing her classroom job.
 She is independent by being able to follow her schedule to two different classrooms at the appropriate
time throughout the day.
Developmental Milestones Not Met:
 She would shut down for 20 minutes when felt was in trouble over putting a sticker on a
Chromebook. She was reminded it was okay and a little deal but continued to be upset.
 She shut down when she can’t do something same as her peers during writing.
 EMOTIONAL DEVELOPMENT RECOMMENDATIONS

 “Encourage the child to express themselves openly and talk about

problems without punishment.”
(University of Washington, 1993)

 “Let the child know you accept them even though you do not approve
of certain behaviors.”
(University of Washington, 1993)
 “Praise positive characteristics of being independent and
trustworthy.”
(University of Washington, 1993)
 “Keep directions simple”
(University of Washington, 1993)
TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS AT AGE 9

 Likes to collect things

(University of Washington, 1993)
 Likes to read and use books as references.
(University of Washington, 1993)
 Wants to know the reasons for things
(University of Washington, 1993)

 Is eager for learning

(University of Washington, 1993)
 Thoughts based on logic
(University of Washington, 1993)
 Likes to be challenged to work hard and completing task.
(University of Washington, 1993)
TYPICAL COGNITIVE/INTELLECTUAL LEVEL ACCORDING TO
PIAGET & VYGOTSKY AGE 9

Piaget
Vygotsky
Concrete Operational Stage:
Approx. 7-11 years of age:
 “children gain significantly from
the knowledge and conceptual tools
handed down to them by those who
 “Schemes are developing that are more intellectually advanced
allow a greater understanding of logic- whether same age peers, older, or
based task, class inclusion, and adults.”
seriation” (Snowman, J. & McCown, R., 2015, pg. 42)
(Snowman, J. & McCown, R., 2015, pg. 42)
 COGNITIVE/INTELLECTUAL DEVELOPMENT
OBSERVATION OF A CHILD AGE 9

Developmental Milestones Met:

 The child I observed loves to read preferably chapter books like Harry Potter.
 She references things from friends, home, tv, and books she is reading.
 She does have Autism and is very logical in her answers to questions.
 Has a wide vocabulary. (Uses words like hallow, unconscious, particular)
 COGNITIVE/INTELLECTUAL DEVELOPMENT
RECOMMENDATIONS

 Stimulate thinking with open-ended stories and thinking games.

(University of Washington, 1993)
 Encourage hobbies and interest
(University of Washington, 1993)
 Give opportunities for decision making
(University of Washington, 1993)
 Adjust learning opportunities to the child's interest.
(University of Washington, 1993)
 Allow time for the child to think and discuss
(University of Washington, 1993)
TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS AT AGE 9

 More interested in friends and social activities.

(University of Washington, 1993)
 Enjoys cooperative play
(University of Washington, 1993)
 Demands love and understanding from mother.
(University of Washington, 1993)
 Should follow 5 commands in a row.
(Medline, 2017)
TYPICAL PSYCHOSOCIAL/SOCIAL LEVEL ACCORDING TO ERIKSON (AGE 9)

Industry Vs Inferiority ( 6-11 years old)

 “ He now learns to win recognition by producing things. He develops a sense of industry.”

(Snowman, J. & McCown, R., 2015, pg. 29)
 “When children are encouraged to do things well, allowed time to finish task, and praised
will receive industry results.”
(Snowman, J. & McCown, R., 2015, pg. 29)
 “Children who feel inferior may never learn to enjoy work and may feel they will never
excel at anything”
(Snowman, J. & McCown, R., 2015, pg. 30)
PSYCHOSOCIAL/SOCIAL DEVELOPMENT OBSERVATION OF A CHILD AGE 9

Developmental Milestones Met:

 The child observed enjoys talking with friends about the games they play at home.

Developmental Milestones Not Met:

 The child I observed does have Autism and has a deficit socially with staying on topic with peers and
adults.
 She avoids eye contact when talking with peers and adults due to Autism.
(Center for Disease Control and Prevention, 2017)
 PSYCHOSOCIAL/SOCIAL DEVELOPMENT RECOMMENDATIONS

 Encourage friendships and social activities with peers.

(University of Washington, 1993)
 Be understanding of child's needs and feelings.
(University of Washington, 1993)
 Do not focus on child's behavior.
(University of Washington, 1993)
 Spend time with child and talk about friends and accomplishments
(Center for Disease Control and Prevention, 2017)
 TYPICAL MORAL/ CHARACTER/ PHILOSOPHICAL
BEHAVIORS AT AGE 9

 May experience guilt or shame

(University of Washington, 1993)
 Is aware of fairness
(University of Washington, 1993)
 Is aware of right and wrong
(University of Washington, 1993)
 Highly competitive
(University of Washington, 1993)
 Has a difficult time admitting to mistakes.
(University of Washington, 1993)
TYPICAL MORAL/ CHARACTER/ PHILOSOPHICAL LEVEL
ACCORDING TO KOHLBERG AGE 9

 Believes that moral reasoning through stages.

 (Snowman, J. & McCown, R., 2015, pg. 60)
 Early stages moral issues are concrete and narrow.
 (Snowman, J. & McCown, R., 2015, pg. 60)

Stages of Moral Reasoning:

 Punishment- obedience orientation.
(Snowman, J. & McCown, R., 2015, pg. 61)
 Stage 1: Physical consequences of a action determines good or bad.
(Snowman, J. & McCown, R., 2015, pg. 61)
 Stage 4: “Fixed rules must be established and obeyed.”
(Snowman, J. & McCown, R., 2015, pg. 61)
MORAL/ CHARACTER/ PHILOSOPHICAL DEVELOPMENT
OBSERVATION OF A CHILD AGE 9

Developmental Milestones Met:

 The child I observed wants to please adults and her parents.
 She understands and knows right from wrong.
 She is honest and quick to follow directions.

Developmental Milestones Not Met:

 She shuts down when feels guilty.
 Struggles to express feelings.
 MORAL/ CHARACTER/ PHILOSOPHICAL
DEVELOPMENT RECOMMENDATIONS

 Help child develop a sense of responsibility by giving them chores around the house
(Center for Disease Control and Prevention, 2017)

 Help them develop their own sense of right and wrong.

(Center for Disease Control and Prevention, 2017)

 Help your child set their own goals.

(Center for Disease Control and Prevention, 2017)

 Be affectionate and honest with your child

(Center for Disease Control and Prevention, 2017)
 Do things as a family
(Center for Disease Control and Prevention, 2017)
 REFERENCES

 Center for Disease Control and Prevention. (2017). Autism Spectrum Disorder.

https://www.cdc.gov/ncbddd/autism/signs.html

 Center for Disease Control and Prevention. (2017).

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html

 Medline (2017). School-age children Development.

https://medlineplus.gov/ency/article/002017.htm

 Snowman, J. & McCown, R. (2015). Psychology applied to teaching, 14th ed. Stamford, CT: Cengage Learning.

 University of Washington. (1993). Child development: Using the child development guide.
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm